Functional classification (Nisbet): six important strategies: questioning, planning, monitoring, checking, correcting, and self-testing

Classification of generalization degree and scope of application (Nisbet): general strategy, macro strategy, micro strategy

Dansereau: basic strategies, supporting strategies

Classification of learning processes (Professor Pi Liansheng)

Mikey: cognitive strategies, metacognitive strategies, resource management strategies

Retelling strategy: refers to the verbal repetition of learning materials. Verbal repetition can be external speech out loud or silent verbal activities inside the mind.

Review strategy: refers to the appropriate repeated learning of the learned content, mainly used for long-term memory and retention of information

Review time: dense first and then sparse, increase the time interval between reviews (forgetting curve) 20-50 minutes

Review time arrangement: scattered review - for boring and difficult learning materials; relatively concentrated review - for interesting and moderately difficult materials

Number of reviews: Overlearning 50%-100%

Review method: Try the memorization method (combination of reading and memorization method)

Image association: Connect the content to be remembered in front of you with the vivid image in your mind, so as to achieve the effect of enhancing memory.

Homophone method, keyword method, ballads, formulas, etc. (initial stage of foreign language learning)

Analogy and extension

Organizational strategies, clustering, summarizing, outlining,

metacognitive strategies, planning strategies, monitoring strategies, regulatory strategies

time management strategies

Reading Comprehension Strategies: PQ4R Thomas and Robinson: Preview, Questions, Reading, Reflection, Retelling, Review

Problem-solving strategies: General problem-solving strategies: IDEAL Bransford: identify, define, explore, implement, review; specific problem-solving strategies: propose, judge, select, find

Internal factors: learner’s motivation; learner’s original knowledge and experience; learner’s cognitive development level

External factors: relevant characteristics of teachers; teaching methods of learning strategies (general, subject learning, cross-learning)

Create and determine learning strategies

Science teaches learning strategies and teaching scaffolds;

Provide metacognitive guidance

Enrich and improve students' knowledge structure - declarative knowledge, procedural knowledge, metacognitive knowledge